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The effects of the medium of planning on the written performance in an EFL context.January 2007 (has links)
Chan, Ying Shan. / Thesis submitted in: October 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 112-117). / Abstracts in English and Chinese; appendix also in Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT IN ENGLISH --- p.ii / ABSTRACT IN CHINESE --- p.iv / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Statement of Problem --- p.3 / Chapter 1.3 --- Purpose and Method of Study --- p.4 / Chapter 1.4 --- Significance of the Study --- p.6 / Chapter 1.5 --- Organization of the Dissertation --- p.7 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Previous Research on Planning and Oral Performance --- p.9 / Chapter 2.2.1 --- Conceptual Framework of Planning Studies --- p.9 / Chapter 2.2.2 --- Aspects of Linguistic Performance --- p.10 / Chapter 2.3 --- The Role of Planning in Writing --- p.13 / Chapter 2.3.1 --- Writing Models --- p.14 / Chapter 2.3.2 --- The Role of L2 in Writing Models --- p.16 / Chapter 2.3.3 --- The Role of L1 in L2 Writing --- p.18 / Chapter 2.4 --- Different Types of Planning --- p.22 / Chapter 2.5 --- The Importance of Planning --- p.23 / Chapter 2.6 --- The Relationship between Planning and Written Performance --- p.24 / Chapter 2.6.1 --- Planning Types --- p.26 / Chapter 2.6.2 --- Research on Pre-task Planning --- p.26 / Chapter 2.6.3 --- Research on Online Planning --- p.27 / Chapter 2.6.4 --- Other Research --- p.28 / Chapter 2.7 --- Chapter Summary --- p.29 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Safeguards for the Research Design --- p.31 / Chapter 3.2.1 --- Classroom Situation --- p.32 / Chapter 3.2.2 --- Purposeful Sampling --- p.33 / Chapter 3.2.3 --- Voluntary Participation and Guarantee of Anonymity --- p.33 / Chapter 3.3 --- The Participants --- p.33 / Chapter 3.4 --- Sources of Data --- p.38 / Chapter 3.4.1 --- Pre-task Questionnaires --- p.39 / Chapter 3.4.2 --- Written Products --- p.39 / Chapter 3.4.3 --- Reflective Questionnaires --- p.40 / Chapter 3.4.4 --- Semi-structured Interviews --- p.40 / Chapter 3.5 --- Procedures of Data Collection --- p.41 / Chapter 3.5.1 --- Selecting the Subjects --- p.41 / Chapter 3.5.2 --- Gathering the Basic Information of the Participants --- p.42 / Chapter 3.5.3 --- Conducting Pilot Studies --- p.43 / Chapter 3.5.4 --- Writing Sessions --- p.44 / Chapter 3.5.5 --- Semi-structured Interviews --- p.47 / Chapter 3.5.6 --- Collecting Questionnaires and Written Products --- p.48 / Chapter 3.6 --- Analysis of the Data --- p.48 / Chapter 3.6.1 --- Eliciting the Questionnaires and Interviews --- p.48 / Chapter 3.6.2 --- Analyzing the Written Products --- p.49 / Chapter 3.6.3 --- Processing the Data --- p.52 / Chapter 3.7 --- Chapter Summary --- p.52 / Notes --- p.53 / Chapter CHAPTER FOUR --- RESULTS --- p.55 / Chapter 4.1 --- Introduction --- p.55 / Chapter 4.2 --- Effects of the Medium of Planning on Written Performance --- p.55 / Chapter 4.2.1 --- The Effects of Task Sequences on Written Performance --- p.55 / Chapter 4.2.2 --- The Effects of the Medium of Planning without the Consideration of Proficiency --- p.57 / Chapter 4.2.3 --- The Effects of the Medium of Planning with the Consideration of Proficiency --- p.59 / Chapter 4.2.4 --- The Effects of the Medium of Planning and Proficiency Level on Written Performance --- p.65 / Chapter 4.3 --- The Comparison between Two Proficiency Groups on Each Task --- p.67 / Chapter 4.4 --- Questionnaires and Interviews --- p.73 / Chapter 4.5 --- Chapter Summary --- p.75 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.77 / Chapter 5.1 --- Introduction --- p.77 / Chapter 5.2 --- The Relationship between the Medium of Planning and Written Performance --- p.77 / Chapter 5.2.1 --- The Effects of the Medium of Planning on Fluency --- p.78 / Chapter 5.2.2 --- The Effects of the Medium of Planning on Accuracy --- p.88 / Chapter 5.2.3 --- The Effects of the Medium of Planning on Complexity --- p.92 / Chapter 5.3 --- Comparison of the Two Proficiency Groups on Each Task --- p.94 / Chapter 5.3.1 --- Two Groups Performing in English Task --- p.94 / Chapter 5.3.2 --- Two Groups Performing in Chinese Task --- p.96 / Chapter 5.4 --- Chapter Summary --- p.100 / Chapter CHAPTER SIX --- "CONCLUSION, IMPLICATIOINS AND RECOMMENDATIONS" --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Conclusion of the Study --- p.102 / Chapter 6.3 --- Implications for Teachers --- p.105 / Chapter 6.3.1 --- Ways to Improve Fluency --- p.106 / Chapter 6.3.2 --- Ways to Improve Accuracy --- p.108 / Chapter 6.4 --- Limitations and Recommendations --- p.109 / Chapter 6.5 --- Chapter Summary --- p.110 / REFERENCES --- p.112 / APPENDICES --- p.118
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Effect of language of instruction on learners in secondary schools in Vhembe district, Limpopo Province.Mudzanani, Ndiimafhi Nelson. January 2009 (has links)
M. Tech. Education Tshwane University of Technology 2009. / Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.
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The use of linguistic knowledge in the teaching of English by teachersin Hong KongChoi, Yuen-ching, Nancy., 蔡婉貞. January 1987 (has links)
published_or_final_version / Language Studies / Master / Master of Arts
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An exploration of teachers' perceptions and instructional practices regarding the use and choice of language medium in two Hong Kongsecondary schoolsTsui, Yuen-nam, Wendy., 徐菀楠. January 2004 (has links)
published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics
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IsiZulu-speaking educators' attitudes towards the role of isiZulu in education in Durban.Ngcobo, Sandiso. January 2001 (has links)
The South African Schools Act (1996) is now in place to allow the governing bodies to
decide on language policies for their schools. This has come about as a means to redress
the past situation whereby policies were imposed upon schools. The most affected groups
of people were Africans since those policies were designed with the sole aim of
undermining their home languages. The only two languages that were promoted at all
cost were English and Afrikaans. These languages were also used as languages of
learning and instructions. This had detrimental effects on the school results of black
children as they could not cope to learn in a foreign or second language. Teachers also
worked under tremendous pressure as they had to make an extra effort in trying to make
learners understand difficult and new concepts. In an effort to redress these problems the
new language policy under the new democratic South Africa recommends the use of a
home language as a language of learning. It however remains to be investigated what
attitudes the black educators have towards this policy as they are the ones who should
implement it in their classrooms.
This study set out to investigate the black educators' attitudes on the issue of the role of
indigenous languages in education. The focus indigenous language of this study is
isiZulu. This is due to the fact that the study was conducted in an isiZulu dominated area,
that is in Durban in the region of KwaZulu-Natal. I wanted to ascertain what are the
isiZulu-speaking teachers' attitudes on the role of isiZulu in society and in education. I
investigated their attitudes on what languages should be used as languages of teaching
and learning and at what levels. I also tried to understand what languages they would
prefer to be offered as subjects.
The data of this study were obtained mostly by means of questionnaires and verified
through limited but structured interviews. The questionnaire had two sections:
Respondents completed the first part of the questionnaire giving their personal details.
These were needed to establish whether and to what extent they have an effect on
teachers' attitudes. The rest of the questionnaire was directed at eliciting the educators'
attitudes towards the role of African languages in education.
This study has two main findings:
First, it was found that the respondents generally favour the use of African languages in
education. That is, the majority of respondents favoured the early introduction and
continued use of isiZulu as a language of instruction.
Second, some of their responses are self-contradictory to this attitude in that the teachers
equally wanted English to be used early in education as well. Some of them envisaged a
future where English will continue to dominate the lives of African people. There is a
strong evidence of language shift from isiZulu to English.
If the results of this study are anything to go by, then there are serious implications for
the new language policy in education. The survival and success of any educational policy
depends on the extent to which it is understood and embraced by the practitioners, in this
case educators. Given my findings that most teachers are ambivalent about the new
policy, the 'language in education' is in serious trouble.
Based on collected data, it is clear that the teachers were not familiar with the new policy.
The policy is likely to fail unless some intervention strategies are taken to address this
problem. This made me to recommend that black educators (and parents in general) need
to be given an awareness of the current language in education policy and what it attempts
to redress. / Thesis (M.A.)-University of Natal, Durban, 2001.
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The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province.Nyangiwe, Bulelwa Lynette. January 2004 (has links)
South Africa has undergone many political changes since the apartheid era. A
recent one has included the adoption of a new language-in-education policy
recommending, among other things, the use of African indigenous languages as
languages of learning and teaching (LOLT). The country has moved into a
system in which learners and schools are entitled to choose their preferred
LOLT. However, there have been few concrete changes to accommodate this
choice. In particular, the above language-in-education policy has not yet been
adequately implemented in schools.
This study investigates learners', educators' and parents' attitudes towards the
use of English or /and isiZulu as the medium of learning and teaching in Durban
in KwaZulu-Natal province. I ascertain if there are similarities and differences, if
any, in the responses of the three groups of stakeholders from two secondary
schools. I also demonstrate the implications of the attitudes of these
stakeholders for the implementation of the current language-in-education policy.
Lastly, I make recommendations that will assist language policy makers
regarding the current language-in-education policy.
The study shows that there are mixed feelings regarding the LOLT issue. It was
found that the respondents largely favour the use of English as the medium of
instruction, yet some of the responses are self-contradictory, in that they
simultaneously want isiZulu to be used as early as grade 1 as LOLT. Most
respondents still envisage a future where English will continue to have political,
educational, social and economic power over isiZulu.
There is thus an urgent need for the Department of Education to review the
current language-in-education policy and address issues that might be hindering
its implementation. The policy is likely to fail unless some intervention strategies
are taken to address these problems. It is hoped that this study will help to
highlight issues that can be further investigated in this area. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.
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Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /Liando, Nihta V. F. January 1999 (has links) (PDF)
Thesis (M.A.)--University of Adelaide, Centre for European Studies and General Linguistics, 2001? / Bibliography: leaves 211-227.
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English language policies in Hong Kong and Singapore in the Post-war period : circa 1965-1998 /Wong, Ngar-chu, Mary. January 1999 (has links)
Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 85-91).
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English language policies in Hong Kong and Singapore in the Post-war period circa 1965-1998 /Wong, Ngar-chu, Mary. January 1999 (has links)
Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 85-91) Also available in print.
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A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school /Sutton, Candace. January 2006 (has links)
Thesis (M.A. (English Language and Linguistics))--Rhodes University, 2006.
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